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Дрогобич - Шемуда М.Г. - стаття
Дрогобич - Шемуда М.Г. - стаття
111
Марина Шемуда
https://orcid.org/0000-0003-3692-2982
кандидат педагогічних наук, доцент,
доцент кафедри іноземної філології, перекладу та методики навчання
Університет Григорія Сковороди в Переяславі,
(м. Переяслав, Україна)
shemuda_marina@ukr.net
Maryna Shemuda
https://orcid.org/0000-0003-3692-2982
Ph.D. in Pedagogy, Associate Professor
of the Department of Foreign Philology, Translation and Teaching Methods
Hryhorii Skovoroda University in Pereiaslav
(Pereiaslav, Ukraine)
shemuda_marina@ukr.net
FEATURES OF LEARNING GRAMMAR OF A FOREIGN LANGUAGE
DURING DISTANCE EDUCATION
The article is about distance learning, which is becoming an integral part of the
modern educational process in all educational institutions of Ukraine, in particular
about the specifics of studying the grammar of a foreign language under such
conditions. The author has identified and analyzed the peculiarities of learning the
grammar of a foreign language during the distance format of the educational
process. The author mentions various electronic information resources for learning
and teaching the grammar of a foreign language, platforms for conducting online
audio and video conferences. The article proposes a five-stage process that can be
used in the process of learning the grammar of a foreign language during distance
learning. The first stage consists in the presentation of a grammatical phenomenon,
using a distance format for the formation of grammatical skills. The second stage is
the organization of remote work on the automation of grammar skills of learners, the
third is the use of remote collaboration tools to practice learned grammatical
structures in speech. The fourth stage is aimed at consolidating grammatical skills
and abilities by conducting remote written conferences with the applicants. At the
fifth stage, the applicants are expected to reflect on the importance of the
grammatical phenomenon. Teaching grammar learners has been found to be effective
when the work is organized creatively, in context and using grammar in stories,
games and other fun activities. The author emphasizes that in the described five-step
work with the grammatical structure, it is desirable to consider those distance
learning tools that best correspond to the resources available to you and your
learners. The article also notes that while some specific tactics will vary depending
on your instructional format (e.g., asynchronous, synchronous, hybrid, or other
modality), these five steps will help engage learners in high-quality foreign language
grammar learning during the distance educational process. It was concluded that
following the described stages will definitely help to create an attractive, stimulating
and well-managed learning environment for learners in the process of learning the
grammar of a foreign language during distance learning.
Key words: distance education, grammar, grammatical skills and abilities,
grammatical structure, foreign language.
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